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ASIAN JOURNAL OF MANAGEMENT RESEARCHOnline Open Access publishing platform for Management Research

Copyright by the authors - Licensee IPA- Under Creative Commons license 3.0

Research Article ISSN 2229 3795

ASIAN JOURNAL OF MANAGEMENT RESEARCH 125

Volume 3 Issue 1, 2012

Human resources management practices influence on faculty commitment

in higher educational institutionsHarold Andrew Patrick

1, Shiju Sebastian

2

1- Associate Professor and HOD - OB and HRM , Institute of Management, Christ University

2- Assistant Registrar, Christ University, Bangalore

[email protected]

ABSTRACT

Human Resources Management is a set of practices that businesses incorporate to ensure that

they have an effective workforce in place to meet operational needs. Since the 1960's

organizational commitment is an exciting issue for managers and researchers. The need forthe study is in the context of a massive investment in human resource management in the

educational institutions. 249 teachers from aided, private unaided and government colleges

were surveyed. Two standardized, valid and reliable tools were adopted for data collection.

Major findings indicated that faculty in higher education were highest on affective

commitment followed by continuance commitment, the most frequently adopted source of

recruitment was newspaper advertisements, followed by employee referral, the most popular

selection technique was interview, followed by demonstration and on an average Higher

educational institutions took around 30days to fill a vacancy from the time they received an

application and engaged in atleast three steps to select a candidate. There was a significant

relationship between HRM practices and Organizational commitment. Employee-employer

relationship, recruitment, and selection significantly influenced organizational commitment.Employee-employer relationship, compensation and benefits, and manpower planning

significantly influenced the overall HRM practices of the institutes. The results are discussed

in terms of implications for higher learning institutes and future research.

Keywords: Higher educational institutions, Human Resources Management Practices,

Organizational Commitment, Affective commitment, Normative Commitment, Continuance

Commitment

1. Introduction

India has one of the largest 'Higher Education Systems in the world. Every year, Indiaproduces 2.5 million graduates and this figure is just after the US and China. At present, there

are 443 universities of which 251 are State Universities, 24 Central Universities, 130 Deemed

Universities, and 5 Institutions established under State legislations and 33 Institutes of

National Importance established by Central legislation. At the beginning of the academic year

2007-08, students enrolled with the Universities and Colleges was reported to be 116.13

Lakhs. Specifically 15.03 Lakhs (12.94%) were in University Departments, 101.10 Lakhs

(87.06%) in affiliated colleges. After China and the United States Indias higher education

system is the third largest in the world, World Bank (2009).

1.1Human Resource Management Practices

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Human resources management practices influence on faculty commitment in higher educational institutions

Harold Andrew Patrick, Shiju Sebastian

ASIAN JOURNAL OF MANAGEMENT RESEARCH


Human Resources Management is a set of practices that businesses use to ensure that they

have an effective workforce in place to meet operational needs. Successful organizations are

those which value, develop and nurture their human capital to achieve their organizational

goals and objectives. Human Resource Management Practices is a term used by many

organizations which describes the combination of traditionally administrative personnel

functions with performance, employee relations and resource planning. The objective ofHuman Resources is to maximize the return on investment from the organization's human

capital and minimize financial risk. It is the responsibility of human resource managers to

conduct these activities in an effective, legal, fair, and consistent manner.

They try to bring out the best in people by creating a congenial environment where their

employees can continue to grow, improve their professional skills, exercise their creativity

and derive greater job satisfaction. A survey conducted by the Association of Commonwealth

Universities (ACU) in 2006 indicated that the development of a more strategic approach to

Human Resources Management, while critical, is still a relatively recent phenomenon. Three

quarters of the 123 Common Wealth institutions surveyed had Human Resources

Management strategies in place and the majority of them were established in the previousseven years. The survey also found that human resource management has become

increasingly professional and more closely aligned with institutional management in the past

decade, with some Human Resources Management directors even having a seat at the table of

the senior management group (e.g. the vice-chancellors committee).

The Human Resources Management departments are charged with the responsibility of

addressing wide-ranging changes within the university workforce (Daysh and Kubler 2009).

Issues such as recruitment and retention, pay structures for staff, performance appraisal,

development of new and evolving staff roles, ageing academic staff, changes in industrial

relations with staff and the development of administrative tools to deal with these changes

came prominently to the fore. The need to develop a strong leadership capability has been

identified as an urgent requirement at the institutional level and in several cases governments

have taken an active interest in enhancing these skills.

1.2 Organizational Commitment

Since the 1960's organizational commitment is an exciting issue for managers and

researchers. Organizational Commitment is a psychological link between an employee and

his of her organization that makes it less likely that the employee will voluntarily leave the

organization.(Allen & Meyer, 1996). Organizational commitment is increasingly valued as

a predictor of work behaviours and behavioral intentions (Jaros et al. 1993). There are threedimensions of organizational commitment. Affective commitment is a feeling of emotional

attachment. Normative commitment is a feeling of obligation. Continuance commitment is a

feeling that the costs of leaving are too high or it is too much trouble to go somewhere else.

Any organization would take steps to ensure that there develops an affective and normative

commitment among the employees and to a certain extent continuance commitment. Allen

and Meyer (1990) believe that it is more appropriate to consider affective, (emotional

attachment), continuance, (costs of leaving) and normative commitments (obligations to stay)

as distinguishable components, rather than types of attitudinal commitment. A persons

commitment to the organization therefore reflects each of these separable psychological

states of commitment. (Allen and Meyer 1990). Therefore Meyer and Allen (1991) state that

both affective and continuance commitment represent psychological states that haveimplications for whether an employee remains with an organization. Employees with a strong

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affective commitment continue employment with the organization because they want to do

so.

1.3 Organizational Commitment of Teachers

Educational organizations such as schools, colleges and universities require individuals whoare committed to their profession and the well being of students. Organizational commitment

is regarded as a prime requirement for any educational organization. The effectiveness of a

teacher is determined largely by the way he feels about job and other teachers with whom he

works and by his attitude towards the organization that employs him, and these are the things

considered for the whole working force which determines the commitment of an individual.

Teachers strong in commitment find it easy to be interested in whatever they do and involve

themselves in it, wholeheartedly. (George and Sabapathy 2011).

Committed teachers have strong psychological ties to their schools, their students and their

subject areas. Firestone and Rosenblum (1988) suggest that teachers may be committed to

teaching, their school, or their students and that their patterns of behavior vary dependingupon which commitments are assessed. Organizational commitment researchers have devoted

much attention to the matter of identifying the predictors of commitment, which have been

studied, not merely to produce commitment as an end itself, but as a means of linking

commitment to desirable organizational outcomes such as improved attendance and improved

performance Mottaz (1988).

1.4 Relationship between Human Resource Management Practices and Commitment

Efforts are being made to study and gather information about human resource management

practices that are used in educational institutions and the effects these practices have on

employees feelings of commitment toward the organization. Empirical studies on the

development of organizational commitment in universities or faculties with different

academic identities are scarce. While most of the discussion and research concerning the

influence of management practices on employees commitment has focused on affective

commitment, Human Resources Management is seen as a requisite to improve the

commitment of individuals who in turn contribute to the institutional growth. It is being

considered as a means of effectively reaching the organizational goals. One key dimension

involves, the extent to which leaders devise Human resources management practices as their

decision making tool to the extent to which they permit employees to make decisions.

Although many studies focus exclusively on private sector companies (e.g. Beardwell and

Holden 2001; Esker and Gerhart 1996; Pfeffer and Veiga, 1999), recently Buck and Watson(2002), based on Arthur (1994), used the commitment human resource system for

measuring the potential influences of Human Resources Management practices on the

organizational commitment of higher education staff employees.

Empirical research reveal that organizational characteristics matter in policy implementation

of quality management in Hungarian higher education. Certain organizational variables, viz.

leaders' commitment to the implementation process, the involvement of external consultants,

institutional reputation, and bureaucratic and political decision-making processes have strong

effects on the implementation of quality management in educational institutions.(Csizmadia,

T., Enders, J., & Westerheijden, D. F. 2008). Research by Lee (1971), Mowday et al. (1982),

and Steers (1977) reveal that Organizational commitment is related to three antecedentcategories: personal variables, job and role characteristics, and structural factors. Age, gender,

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educational level, need for achievement, organizational tenure, positional tenure and family

responsibility are examples of personal variables. Job and role characteristics contain career

mobility, job Challenge, job level, role conflict, role ambiguity, and level of autonomy and

working hours. Some authors argue that decentralization is a tool for increasing

organizational commitment (Bateman and Strasser 1984). According to Wallace (1995a) and

Mayer and Schoorman (1998), participation positively affects organizational commitment.The correlation between organizational commitment and communication is significantly

positive (Galunic and Anderson 2000). Relationships of job and role characteristics with

organizational commitment concerning job and role characteristics, both career mobility and

job challenge are found to be positively correlated with organizational commitment (e.g.

Bhagat and Chassie 1981; Kirchmeyer 1995 respectively). Further, the opposition of any

combination of role pressures (Hrebiniak and Alutto 1972), i.e. role conflict, may stress the

development of organizational commitment (e.g. Glisson and Durick 1988; Leiter and

Maslach 1988). The level of autonomy in the work place is found to be very important as

autonomy is significantly positively related to organizational commitment (e.g. Hall et al.,

1970). The review of findings indicates a good basis of the effects of Human Resources

Management practices and antecedents on university employees organizational commitmentwith reference to the present study.

1.5 Need and Rationale

Recent researches have suggested that a massive investment in human resource management

has no impact on universities' overall performance. A survey carried out on behalf of the

Leadership Foundation for Higher Education has shown that although universities' Human

Resources Management directors say they now have well-integrated human resources

strategies, there is no demonstrable correlation between Human Resources Management

activity and the overall performance of universities against standard performance indicators.

However, Human Resources Management directors responding to the survey admitted that

they were not certain that the strategies they had put in place were effectively communicated

to the academicians, who have to implement their policies and practices as line managers.

The report, Human Resource Management and University Performance (2007), found that

the least effective practices in higher education HR included performance management,

succession planning and managing poor performance. More than half (51 per cent) said they

were keen to introduce formal performance management and leadership development

programmes into their university. However a number of researchers have established the

relationship between Human Resource Management practices and employee performance but

they mainly discuss it from developed countries perspective (Shahzad, Bashir, & Ramay

(2008). The cross-strait employees between human resource management and valuecommitment have a positive moderating influence in retention and with negative influence in

education. Shahzad, Bashir & Ramay (2008) undertook a study titled Impact of human

resources management practices on perceived performance of University Teachers in

Pakistan. The results of the study indicate a positive relationship between compensation and,

promotion practices and employee perceived performance while performance evaluations

practices are not significantly correlated with perceived employee performance. There has

been no study in the Indian context pertaining to human resources management practices and

organizational commitment in academia. Hence this study maps teachers perception of

human resource management practices, type of organizational commitment, most preferred

recruitment method adopted, the most frequently adopted selection technique, relationship

between human resources management practices and organizational commitment of collegeteachers. The study will seriously consider the maturity of human resource practices

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prevalent in higher education in India and suggest some concrete steps in professionalizing

human resources for effective teacher commitment.

2. Methodology

2.1 Sample

The population for the study consist 11,298 college teachers in the various colleges of

Bangalore namely Private Aided, Private Unaided and Government respectively. A sample

consisting of 249 teachers, 37 from aided 166 from private and 45 from government colleges

were surveyed for the present study, which is 2.2% of the population. Stratified random

sampling technique was adopted to select the number of respondents under the three types of

management.

Table 1: Indicating the distribution of the Sample according to type of management and

gender

College teachers

based on type of

Management

Population College

teachers based on

Gender

Total

Sample

selected-

College

teachers based

on Gender

Total

(Percentage

(%)

Male 1140 Male 13 .011Aided

Female 710 2850 Female 25 .0338(1.3%)

Male 4285 Male 72 .016Private unaided

Female 45008785

Female 94 .02166(1.8%)

Male 350 Male 28 .08Government

Female 313663

Female 17 .0545(1.4%)

Total 11298 249(2.2%)

2.2 Measures

1. The Human Resources Management Practices questionnaire was constructed and

standardized by the investigator. The reliability and validity of the Human Resources

Management questionnaire was assessed by the split half reliability technique which was

found to be 0.756. The intra-class correlations coefficient was ranging from 0.656 to +

0.974 by using the item analysis technique. All items of the Human Resources

Management questionnaire are found to be significant. The corresponding validity of the

Human Resources Management scale was found to be 75.6%. The details are presented

in the following table.

The Organizational Commitment Questionnaire by Meyer and Allen (1990) adapted

andstandardized by Chathanparambil (2003) was used to measure the three components ofcommitment. The questionnaire was slightly modified and tried out by (Chathanparambil,

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2003) on a sample of 120-degree college teachers of Bangalore city. Item total correlation

was computed for all the 24 items in the questionnaire. The obtained r value was

significant at 0.01 level. The reliability for each scale (i.e. coefficient alpha) were found to be

: ACS, .87; CCS, .75; NCS, .79.

Table 2:Reliability Analysis of the Human Resources Management Questionnaire

Summary Statistic Values

Cronbachs alpha, full scale 0.884

Standardized alpha 0.965

Corr. 1st & 2nd half 0.615

Split-half reliability 0.756

Guttman split-half 0.756

Cronbach alpha-first half 0.626

Cronbach alpha-second half 0.956

% of reliability 75.6%

2.3 Respondent Profile

The respondents were drawn from sixteen colleges from Bangalore city. The gender

distribution was women (55%) men (45%). Type of employment was unaided staff (66.7%),

followed by government staff (18.1%) and aided staff (15.3%). Most of the respondents were

married (81.6%), followed by single (13.7%) and least being in the other (widow, widower,

divorcee etc) category (4.8%). In terms of total experience, most of the respondents were

in the 5-10yrs (32.1%), followed by 10-15yrs (22.5%), 2-4yrs (18.1) and the least being 15-

20yrs (7.6%). There is adequate representation that is both experienced and relatively low

experienced college teachers. In terms of experience in the current institution, most of therespondents were working since 2yrs (30.9%) followed by 10-15yrs (20.5%), 5-10yrs

(19.3%) and least being 20yrs and above (4.8%).

3. Results

3.1 To map the college teachers perception of human resources management practices.

Table 3: Indicating the mean and S.D for the Human Resources Management practices

Human Resources Management

practices

Mean Std. Deviation

Job Analysis 5.60 1.23

Manpower Planning 5.50 1.09

Recruitment 5.36 1.01

Selection 5.17 1.30

Induction/Socialization 5.45 1.02

Training 5.00 1.39

Career Development 5.24 1.03

Compensation and Benefits 5.36 1.03

Performance Appraisal 5.44 0.92

Internal Mobility 5.03 0.99Grievance Handling Processes 4.87 1.19

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Employee-Employer Relationship 5.52 1.05

Overall Effectiveness of Human Resources

Management practices

5.54 1.18

Job analysis, Manpower planning, recruitment, Induction/socialization processes,

Career development activities, Compensation and benefits, Performance appraisalprocesses, Employee-employer relationship and overall effectiveness of Human

Resources Management practices was found to be moderately high. Selection processes,

effectiveness of training practices, and Grievance handling processes was found to be

moderate. Of the different Human Resources Management practices, job analysis was

considered to be the most prevalent, followed by employee-employer relationship,

manpower planning, and so on and the least being training and grievance handling

process.

3.2 To find out the type of commitment held by college teachers.

Table 4: Indicating the mean and S.D for the dimensions on organizational commitment

Organizational Commitment

Dimensions

Mean Std. Deviation

Organizational Commitment 4.51 0.71

Affective Commitment 4.89 1.08

Continuance Commitment 4.11 0.96

Normative Commitment 4.52 0.78

The level of organizational commitment was found to be fairly high. The level of

affective, continuance and normative commitment was found to be moderate. Of thedifferent dimensions of commitment, the most important was affective commitment,

followed by normative commitment, and continuance commitment.

3.3 To find out the most preferred recruitment method adopted

Table 5: Indicating Friedmans mean rank test for methods of recruitment most frequently

adopted

Recruitment Methods Mean Rank

Word of mouth 3.66

Newspaper advertisements 2.64

Employee referral 3.48Walk in 3.79

Institute web site 4.03

Job posting on internet 4.82

Other print media 5.58

Test Statisticsa

N 249

Chi-Square 291.757

Df 6Asymp. Sig. .000

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a. Friedman Test

The most frequently adopted source of recruitment was newspaper advertisements,

followed by employee referral, word of mouth, and so on, the least adopted was other

print media. These mean ranks were significant at the .05 level.

3.4 To find out the most frequently adopted selection technique

Table 6: Indicating Friedmans mean rank test for most frequently adopted techniques for

selection of faculty members

Selection Methods Mean Rank

Written Test 4.64

Demonstration 3.09

Background information Check 3.97

Interview 2.17

Work experience 3.58

References 4.68

Other selection techniques 5.87

Test Statisticsa

N 249

Chi-Square 469.841

Df 6

Asymp. Sig. .000

a. Friedman Test

The most frequently adopted technique for selection of faculty members was interview,

followed by demonstration, background information check, and so on and the least

adopted was other selection techniques. These mean ranks were significant at the .05

level.

3.5 To find out the average number of days required for selection process to make a

decision from the time resumes are received

Table 7:Indicating frequency and percentage of days required for selection process to make

a decision from the time the CV is received

Frequency Percent Valid

Percent

Cumulative

Percent

Valid within 14

days

139 55.8 55.8 55.8

15 - 20days 65 26.1 26.1 81.9

20 - 25 days 9 3.6 3.6 85.5

25 - 30 days 1 .4 .4 85.9

more than 30 days 35 14.1 14.1 100.0

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Total 249 100.0 100.0

In most cases (more than 85% of cases) the selection process was completed within 30

days. Only in about 14% of cases did it take longer than 30 days.

3.6 To find out the number of steps in the selection process

Table 8: Indicating frequency and percentage of number of steps for selection process

Frequency Percent Valid Percent Cumulative

Percent

Valid 1 - 2

steps

49 19.7 19.7 19.7

3 - 4 steps 139 55.8 55.8 75.5

5 - 6 steps 43 17.3 17.3 92.8

7+ steps 18 7.2 7.2 100

Total 249 100.0 100.0The number of steps in the selection process generally varied in the range 1 - 6, with

most organizations preferring 3 - 4 steps.

3.7 Hypothesis 1: There is no significant relationship between Human resources

Management practices and organizational commitment of College teachers.

Table 9: Indicating Pearson correlation between Human Resources Management practices

and Organizational Commitment

Organizational CommitmentHuman Resources

Management Practices Affective

Commitment

Continuance

Commitment

Normative

Commitment

Organizational

Commitment

Job Analysis .301** .111* -.062 .182**

Manpower Planning .194** .165** -.105* .137*

Recruitment .277** .156** -.028 .200**

Selection .150** .025 -.148* .034

Induction/Socialization .188** .048 -.242** .031

Training .133* .099 -.028 .104*

Career Development .134* .149** .075 .163**

Compensation and

Benefits

.220** .114* -.063 .139*

Performance Appraisal .274** .165** -.013 .207**

Internal Mobility .113* .247** .026 .176**

Grievance Handling

Processes

.216** .250** .006 .225**

Employee-Employer

Relationship

.347** .203** .004 .270**

Overall Effectiveness of

Human Resources

Management practices

.313** .201** .009 .255**

**. Correlation is significant at the 0.01 level. *. Correlation is significant at the 0.05 level

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It was found that all the Human Resources Management practices were positively correlated

to affective organizational commitment. These relationships were significant. The highest

correlation was with employee-employer relationship (.347**) and the least was with internal

mobility (.133*). All the Human Resources Management practices were positively correlated

to continuance organizational commitment, except for selection, induction/socialization, and

training. These relationships were significant. The highest correlation was with grievancehandling processes (.250**) and the least was with selection (.025). Manpower planning (-

.105*), Selection (-.148*), Induction/Socialization (-.242**) were negatively correlated with

normative organizational commitment and these were significant. The other Human

Resources Management practices were not significantly correlated. Except for selection,

induction/socialization all other Human Resources Management practices were positively

correlated with organizational commitment. The highest was with employee-employer

relationship (.270**) and the least was with induction/socialization (.031).

3.8 Hypothesis 2: There is no significant influence of Human Resources Management

practices on organizational commitment of College teachers.

It was found that there was a significant influence of Human Resources Management

practices on overall Human Resources Management practices. The employee-employer

relationship, recruitment, and selection human resources management practices significantly

influenced organizational commitment. The highest impact was employee-employer

relationship, followed by recruitment and selection had a negative impact. Together, these

variables explain 10.4% (R Square = .104) of the variation in overall effectiveness of Human

Resources Management practices.

Table 10: indicating (coefficients) stepwise multiple regression of Human Resources

Management practices on organizational commitment

HRM

Practices

Dependent Variable: Organizational Commitment

Unstandardized

Coefficients

Standardized

Coefficients

Model B Std.

Error

Beta t Sig.

(Constant) 3.223 .288 11.188 3.159

Employee-

Employer

Relationship

.160 .043 .239 3.743 .000

Recruitment .158 .055 .226 2.885 .004

Selection -.085 .042 -.157 -2.036 .043

HRM

Practices

Dependent Variable: Overall Effectiveness of Human Resources

Management Practices

Unstandardized

Coefficients

Standardized

Coefficients

Model B Std.

Error

Beta t Sig.

(Constant) -.346 .989 -.370 .712

Employee-

Employer

Relationship

.253 .034 .377 7.379 .000

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Compensation

and benefits

.095 . 016 305 5.858 .000

Manpower

planning

.160 . 032 245 5.020 .000

HRM

Practices

Dependent Variable: Affective Commitment

Unstandardized

Coefficients

Standardized

Coefficients

Model B Std.

Error

Beta t Sig.

(Constant) 2.153 .419 5.138 .000

Employee-

Employer

Relationship

.297 .063 .290 4.733 .000

Recruitment .204 .065 .192 3.131 .002

HRM Practices Dependent Variable: Continuance Commitment

Unstandardized

Coefficients

Standardized

Coefficients

Model B Std.

Error

Beta t Sig.

(Constant) 2.672 .321 8.328 .000

Grievance

Handling Process

.136 .057 .168 2.363 .019

Internal Mobility .156 .069 .161 2.256 .025

HRM Practices Dependent Variable: Normative Commitment

UnstandardizedCoefficients

StandardizedCoefficients

Model B Std.

Error

Beta t Sig.

(Constant) 5.074 .311 16.331 .000

Induction/Socialization -.227 .050 -.298 -4.581 .000

Career Development .130 .049 .172 2.643 .009

It was found that employee-employer relationship, compensation and benefits, and manpower

planning human resources management practices significantly influenced overall

effectiveness of human resources management practices. The highest impact was employee-

employer relationship, followed by compensation and benefits. Together, these variables

explain 55.4% (R Square = .554) of the variation in overall effectiveness of human resources

management practices.

It was found that employee-employer relationship and recruitment human resources

management practices significantly influenced affective commitment. Employee-employer

relationship was found to have almost twice the impact on affective commitment than

recruitment. Together these variables explain only 15.4% (R Square = .154) of the variation

in affective commitment. The other human resources management practices did not

significantly influence affective organizational commitment.

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It was found that the grievance handling process and internal mobility human resources

management practices significantly influenced continuance commitment. Together these

variables explain only 8.2% (R Square = .082) of the variation in continuance commitment.

The other human resources management practices did not significantly influence continuance

organizational commitment.

It was found that induction/socialization and career development human resources

management practices significantly influenced normative commitment. Induction/

socialization were found to have almost twice the impact on normative commitment as

compared to career development. However, together these variables explain only 8.5% (R

Square = .085) of the variation in normative commitment.

4. Discussions

The study has found a significant and positive relation between human resources

management practices and organizational commitment, therefore educational institutions

need to explicitly define the structural hierarchy in the institution, should formulate policiesand procedures on the duties, responsibilities of individuals to increase the level of

commitment of teachers. Effective recruitment methods for attracting the best talent should

be employed. The commitment of the teachers would increase when employees are given a

fair chance in the internal promotion. Policies with equal opportunities with a competitive

pay package, opportunities for interaction with management are some of the practices

organizations can incorporate to increase the commitment of the teachers.

Maintaining a close work relationship among faculty and other staff, considering internal

members first for promotion and adopting newspaper advertisement and employee referral as

the most effective recruitment technique will increase teachers emotional attachment to,

identification with and involvement in the organization. Teachers will continue employment

with the organization because they willingly want to do so.

Having a grievance handling procedure, scope for faculty to discuss difficult matters with the

management, settling grievances at the departmental level, collective decision making, and

encouraging faculty to express dissatisfaction, having a policy for promotion and

communicating it, demotion and termination and basing promotions on merit will increase

continuance commitment of teachers who will remain because they need to do so. Organizing

a formal induction programme for newcomers very effectively, creating bonds between

seniors and new faculty members, organizing several informal activities to foster core values

of the institute, conducting periodic orientation programmes to reflect on work culture, createa personal development plan for each faculty, career promotions to be based on a documented

procedure, having a clear career path and providing faculty with ample opportunities for

growth and development will increase feeling of obligation to continue employment.

Teachers with a high level of normative commitment feel that they ought to remain with the

organization.

5. Conclusion

Organizational commitment of teachers is an issue that has attracted the interest of

researchers and educationists. The present study found that there was a significant

relationship between human resources practices and commitment of college teachers. Thestudy also found that human resource management practices impact the type of commitment.

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This study confirms that both human resources management practices and organizational

commitment congruence create organizational success and develop competitive advantage for

educational institutions. Thus educational leaders can use human resource management

practices to enhance commitment of their teachers. College leadership initiative should focus

on developing and professionalizing human resources management practices in order to build

a sustainable, competitive environment in the institution.

6. References

1. Allen, N. J & Meyer, J. P (1990), The measurement and antecedents of affective,continuance and normative commitment to the organization, Journal of Occupational

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2. Allen, N. J and Meyer, J, P (1996), Affective, continuance and normativecommitment in the organization: An examination of construct validity, Journal of

Vocational Behavior, 49, 252276.

3. Bateman and Strasser, (1984), A longitudinal Analysis of Antecedents ofOrganizational Commitment, Academy of Management Journal, 27(1), pp 95-112.

4. Beardwell, I and Holden, L (2001), Human Resource Management : A contemporaryapproach, London :Financial Times/Prentice Hall.

5. Csizmadia, T., Enders, J., & Westerheijden, D. F. (2008), Quality management inhungarian higher education: Organisational responses to governmental policy, Higher

Education, 56(4), pp 439-439-455. doi:10.1007/s10734-007-9103

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7. Bhagat, R.S & Chassie, M.B, (1981), Determinants of Organizational Commitment inWorking Women: Some Implications for Organizational Integration, Journal of

Occupational Behaviour, 2(1), pp 17-30.

8. Buck, J.M &Watson, J.L (2002), Retaining Staff Employees: The relationshipbetween Human Resources Management Strategies and Organizational Commitment,

Innovative Higher Education, 26(3), pp 175-193.

9. Galunic, D.C & Anderson. E (2000), From Security to Mobility: GeneralisedInvestments in Human Capital and Agent Commitment Organization Science, 11(1),

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